Dear Christine, We struggled with this too, (perhaps because of the Asian culture here in Singapore) and tried to decide what was most important to us - the points, the feedback, or something else. Ultimately we decided that the point spread was something they were going to fight no matter what because it was in the hands of someone else, so we decided to put more of their peer scores in their own control. Plus, we knew they are a highly motivated group to succeed, so they will do what they can to get points if they controlled it. Lastly, we realized that we didn't know what students did with the feedback they received. Thus we have modified our peer evaluation system to minimize the anxiety of giving points but increase the likelihood of them giving constructive feedback and reflecting on it. It looks something like this (our peer evaluation is worth 10% of grade): 1. We first give instruction on the importance of feedback and guidance on how to give constructive feedback in the beginning. We chose to use the DESC model (describe the behavior (positive or negative), explain how the behavior impact the team, suggest alternatives (or continuation), indicate the Consequences of the suggestions) I'm sure any model will do. 2. We give a pilot peer eval mid way through the first course and then at end of each course during the first year. 3. The process is now in 3 phases: a. First they rate team mates as 1=needs improvement; 2=good, 3=outstanding (but can only give no more than 2 3's). This is worth 3%. We figured deciding between a 1, 2, 3 was easier than any of the other combinations. And since no more than 2 3's can be given, not everyone can get highest mark) b. Next students are asked to give feedback, but they must self-rate the quality/quantity of feedback. 0 if no feedback or not constructive, 1% if some feedback, but not to everyone and not constructive, 2% if constructive, but not to everyone, 3% if constructive and to everyone. c. Last, and this was what we thought was most important, they are to do a self-reflection on the feedback given. This is the last 4% of their points. They must respond, in some manner about their feedback. In our case it is given to their advisors who help counsel them on their career plans. So ultimately, we minimize the point spread to reduce the anxiety, and put them in control of the feedback process; and most importantly, explore how they viewed the feedback We are hearing less complaints about the point process, and seeing more constructive feedback to each student. And, I think it is valuable for them to reflect on what they have been told. Sandy ******************************************************** WE HAVE CHANGED OUR EMAIL ADDRESS - PLEASE CHANGE TO [log in to unmask] Sandy COOK, PhD | Associate Dean, Curriculum Development | Medical Education, Research, and Evaluation (MERE) | Duke-NUS Graduate Medical School Singapore | Khoo Teck Puat Building | 8 College Road Singapore |169857 | W: (65) 6516 8722| F: (65) 6227 2698 | email: [log in to unmask] <mailto:[log in to unmask]> | web: http://www.duke-nus.edu.sg <http://www.gms.edu.sg/> ; Administrative Executive: Belinda Yeo | [log in to unmask] | 6516-8511 Important: This email is confidential and may be privileged. If you are not the intended recipient, please delete it and notify us immediately; you should not copy or use it for any purpose, nor disclose its contents to any other person. Thank you. ________________________________ From: Team-Based Learning [mailto:[log in to unmask]] On Behalf Of Christine Kuramoto Sent: Wednesday, September 16, 2009 10:05 AM To: [log in to unmask] Subject: Re: How to handle disinterested students My Japanese students seemed less willing to give honest evaluations (so are giving everyone equal scores) in their second course using TBL. It's as if they fell into the attitude that they would just all help each other pass, even though there were a few students whom I witnessed that were totally uninvolved in team activities, arrived late, and got really low scores on their iRATs. Some colleagues say I shouldn't be surprised since it is a common Japanese mentality to "help the team" even if that means some have to do all of the work. Though a minority of students are still giving varied scores to teammates and writing good feedback, I'm beginning to feel that the most I can expect out of peer evaluations is to give me the right to say "Well, you had your chance!! It's not me who is passing the lazy ones!" Please help me to overcome my bad attitude. :'( I need advice from my team! Thanks! Christine Kuramoto Kyushu University, Fukuoka Japan Molly Espey wrote: I'm afraid there are some students for whom it doesn't matter what you do, they will remain disinterested. For others, they are used to being able to do little in class and study the night before the exam and pass; maybe passing is all they are shooting for. Still others think they can free ride on the efforts of the team. For either of these latter two types of students, honest peer evaluations and mid-semester grade updates can shake them out of their misconception that they can pass with little or no in-class effort. I've had several students turn it around when it becomes clear to them that they actually have to participate in team activities to get a decent grade for that portion of the class. I also try to impress on everyone in the class how important it is to send that signal to their teammates that they are poor participants if they are. The mid-semester evaluations (which I don't count toward the final grade) are the perfect time to send the signal, allowing students sufficient time to improve their performance. Most improve, at least somewhat, in my experience. Molly Espey Department of Applied Economics and Statistics 263 Barre Hall Clemson University Clemson, SC 29634 ----- Original Message ----- From: Herb Coleman <mailto:[log in to unmask]> To: [log in to unmask] Sent: Monday, September 14, 2009 6:36 PM Subject: How to handle disinterested students Usually, I can tell when students are not going to make it because they stop coming to class. I have a couple of students in an Intro to Psych class taught on a Sunday afternoon, that seem totally disinterested. They don't seem to give much in the way of discussion to the group and only help with the mechanics, (writing up or entering the teams answers). Their iRATs are abysmal. We are ending our first unit so this will also be our first peer reviews so I hope these things will take care of themselves. I also plan to directly address the offenders. I was just wondering if anyone has dealt with this before? -- Herb Coleman,Ph.D Dir. Instructional Computing and Technology Adjunct Professor of Psychology Austin Community College Highland Business Center 5930 Middle Fiskville Rd. Austin, TX 78752 [log in to unmask] 512-223-7746 ************************************************* "I, and every other professor on this campus, are here to help you to find, take back, and keep your righteous mind." ---Professor Melvin Tolson from the motion picture "The Great Debaters" ************************************************* -- ******* Christine Kuramoto, Assistant Professor: Medical English Kyushu University, Department of Medical Education Faculty of Medical Sciences 3-1-1 Maidashi, Higashi-ku, Fukuoka, 812-8582 Japan Phone: (+81)92-642-6186 Fax: (+81)92-642-6188 E-mail: [log in to unmask]